Aveson staff and/or parents/guardians may recommend a psycho-educational evaluation to determine if a student meets special education eligibility criteria if a student appears to be struggling to meet grade level academic functioning in the Core Program - and/or social-emotional functioning - despite participation in RTI or SST. Once parents/caregivers sign an Assessment Plan indicating the areas of suspected disability, Aveson is mandated by law to conduct the psycho-educational testing within a certain time frame. The following is a general outline for the assessment process:
The student will be assessed in all areas related to his or her suspected disability.
A multidisciplinary team, including at least one special education teacher or other specialists with knowledge in the area of the student's suspected disability, will assess your child.
The assessment will be conducted in the language and form most likely to yield accurate information on what your child knows and can do academically, developmentally, and functionally unless it is not feasible to provide or administer. When necessary, a qualified interpreter will be used to assist with the assessment.
The assessment will include a variety of appropriate tests to measure the student's strengths and needs. The persons administering these tests will be qualified to do so.
The assessment will be adapted for students with impaired sensory, physical, or speaking skills.
Testing and assessment materials and procedures will not be racially, culturally, or sexually discriminatory.
Once testing is complete, all findings will be shared with parents/caregivers during an initial IEP meeting
Once the assessment reports have been completed, the Program Coordinator will schedule an initial Individualized Educational Program (IEP) meeting to include all required IEP team members. The school psychologist may contact parent/caregiver prior to the IEP meeting to review the psycho-educational assessment results. This will be an opportunity to discuss findings 1:1 with the school psychologist prior to the IEP team meeting.
If eligibility for special education is determined (by the laws and regulations of IDEA, Individuals with Disabilities Education Act), an offer of FAPE (Free and Appropriate, Public Education) will be made by Aveson. If parents/guardians consent to the FAPE offer, then the student will begin participating in special education services and may receive supplementary aids and supports, if recommended by the IEP team.
A student who does not meet eligibility criteria will not receive special education services and/or supplementary aids and supports.
An Individualized Education Program (IEP) is a written statement of the educational program designed to meet a student’s individual needs. Every child who receives special education services must have an IEP.
The IEP has two general purposes: to set reasonable learning goals for a student, and to state the services that the school district will provide for the child. The IEP is developed jointly by the school system, the parents/guardians of the student, and the student (when appropriate).
The IEP is developed by a team of individuals that includes key school staff and the student’s parents/guardians. The team meets, reviews the assessment information available about the student, and designs an educational program to address the student’s educational needs.
A student’s IEP must be reviewed at least annually after initial eligibility to determine whether the accommodations and modifications are being effective, and annual goals are being achieved. Revisions are made as deemed appropriate.
Each student’s IEP must contain specific information, as listed within IDEA, our nation’s special education law. This includes (but is not limited to):
The students present levels of academic achievement and functional performance, describing how the student is currently doing in school and how the child’s disability affects their involvement and progress in the general curriculum.
Annual goals for the student, meaning what parents and the school team think they can reasonably accomplish in a year.
The special education and related services to be provided to the student, including supplementary aids and services and changes to the program or support from school personnel.
How much of the school day the child will be educated or participate in activities separately from neurotypical students.
How the student is to participate in state and district-wide assessments, including what accommodations the student needs and if they will participate in the regular or alternative state testing.
When services will begin, how often they will be provided, where they will be provided, and how long they will last.
How school personnel will measure the student’s progress toward their annual goals.